Learnerships have two components, namely, structured workplace learning and structured institutional learning. Being structured, implies that there are curricula for the two learning avenues with appropriate programmes. Much has been said about college or institutional curricula. It is thus recommended that further research be done regarding the curriculum for
structured workplace learning in relation to structured institutional learning within the FET sector. Another avenue, in the need of research is the management and assurance of quality at Motheo FET College. This will ensure a competitive FET system for all FET colleges.
BIBLIOGRAPHY
African National Congress, 1994. The restructuring and development programme. A policy framework. Johannesburg. Umanyano.
Anderson, G. 1995. Fundamentals of Educational Research. London: Routledge Falmer.
Angelis, D.; Lolwana, P.; Marock, C.; Matlhaela, P.; Mercotio, G.; Tsolo, S. & Xulu, S. 2001. The Further Education and Training Institutional Readiness Handbook: Making learning work. Lansdowne: Juta.
Ary, D. 1996. Introduction to research in Education (4th ed). Florida: Hooper.
Badat, S 1995. Educational Politics in the transition period. Comparative education 31(2), 141 – 159.
Bak, N. 2004. Completing your thesis. Pretoria: Van Schaik.
Bhengu, S.M.E. 1997. National strategy for further education and training. Pretoria: Department of Education.
Bhengu, S.M.E. 1997. Towards effective school management and governance. Guide for SGB’s. Functions of a governing body. Pretoria: Department of Education.
Bisschoff, TC 1997. Co-operative education management: The key to transformation. Johannesburg: RAU.
Bush T 1995. Theories of Educational Management. London: Paul Chapman.
Cahn, SM 1995. The affirmative action debate. London: Routledge.
Carl, A.E. 1995. Teacher employment through curriculum development. Theory and Practise. Kenwyn: Juta & Co. Publishers.
Carter, D.S.G. & O‟Neil, M.H.. 1995. Case studies in Educational change: An International perspective. London: The Falmer Press.
Cohern, L & Manion, L. 1990. Research methods in education. Hand on: Croom Helm.
Cresswell, J.W. 1994. Research design: qualitative and quantitative approaches. Londen: Sage.
Crouch, L.; Caashief, L.; Hoppers, C.; Hlophe, s.; Lolwana, P.; Makhene, M.; Maluleke, M.; Mokgatle, M.;& Zuma, S. 2000. The Further Education and Training Implementation Handbook: from Policy to practice. Lansdowne: Juta.
De Jager, S. 2000. How to establish a learnership. The learnership development series. Pretoria: Lettra
De Vos, A.S. 1998. Research of grassroots. A primier for the caring professions. Pretoria: Van Schaik.
Department of Labour, 1999. Education practise. Issue No5. The journal of the Gauteng Department of Education. Johannesburg. Department of Education.
Dunn, S.D. 1999. The practical researcher. A student guide to conducting psychological research. Boston: Hall.
Eksteen, F.R.L.N. 1996. Business management and Introduction. Cape Town: Nason.
Fourie, M. 1996. Governance of South African Higher Education. (Unpublished Dissertation). University of the Free State, Bloemfontein.
Gall, M.D. Borg,W.R. and Gall J.P. 1996. Educational Research. An introduction. In Litheko, S.R.S. 2002. An appraisal model for Academic staff performance at Technical Colleges in South Africa. Thesis (PhD) Welkom. Vista University.
Henning, E. 2004. Finding your way in qualitative research. Pretoria: Van Schaik.
Hitchcock, G. & Hughes, D. 1995. Research and the teacher: A Qualitative introduction to school-based research. New York: Routledge.
Isaaks, S.B.A. 2000. The National Qualifications Framework and Quality Assurance. Pretoria: Department of Education.
Jenks, V.O. 1990. Human relations in organizations. New York: Harper & Row.
Kraak, A. & Hall, G. 1989. Transforming further Education and Training in South Africa: A case study of Technical Colleges in Kwazulu Natal. Pretoria: HSRC.
Kruger, R.A. 1994. Focus groups. A practical guide for applied research. London: Sage.
Leedy, P.B. 1997. Practical Research: Planning and design. New Jersey: Prentice Hall.
Litheko, S.R.S, 2002. Research methods and Techniques. Central University of Technology. Bloemfontein.
Loock, C.F. 1998. Education leadership: A guide to educators and managers in education. Lynwood Ridge: Amabhuku.
Mafisa, I.J. 2000. The establishment and development of a Further Education Sector in South Africa with specific reference to the community colleges concept in the Gauteng Province. RAU: Johannesburg.
Mahomed, A.M. 1998. A Curriculum Framework in the FET band. Johannesburg: RAU.
Marshall, C. & Rossman, G.B. 1995. Designing qualitative research. Thousand Oaks: Sage.
Maykut, P. & Morehouse, R. 1994 Beginning qualitative research: A philosophic and practical guide. London: Falmer.
McMillan, J.H. 1993. Research in Education: A conceptual introduction. New York: Harper Collins.
Moerdyk, A. 1999. Affirmative action and the implication for assessment method. (Unpublished paper). University of Pretoria, Pretoria
Moon, B. & Murphy, P. 1999. Curriculum in Context. London: Paul Chapman.
Morgan, D.L. 1993. Successful focus groups: Advancing the state of the art. California: Sage.
Morse, J.M. & Field, P.A. 1996. Nursing research: the application of qualitative approaches. London: Chapman & Hall.
Nkoe, M.N. 2002. The management of the curriculum for Further Education and Training Colleges in South Africa (Unpublished Ph.D. Thesis). Rand Afrikaans University, Johannesburg.
Oppenheim, A.N. 1998. Questioning design interviewing and attitude measurement. London: Cassell.
Palsey, A. 1992. Organisation and management in schools. New York: Longman.
Pillay, R. 1999. The impact of the learning for sustainability project on teachers and curriculum 2005: with reference to the teachers in the Alapark Cluster. Johannesburg: Rall.
Ramphele, M.M. 2000. Cooperative governance in respect of professional staff in the Groblersdal school district. Johannesburg: RAU.
Robson, J. 1996. A New approach to teacher training the further and higher education partnership. Sydney: Avebury Publishers.
Rosnow, R.L. and Rosenthal, R. 1996. Beginning behavioral research 2nd Ed.
New-Jersey: Prentice-Hall, Inc.
R.S.A DOE (Republic of South Africa . Department of Education.) 1996. Curriculum Development working group: A Curriculum Framework for general and futher education and training. Pretoria: Department of Education.
R.S.A DOE (Republic of South Africa. Department of education.) 1997. Report of the National Committee on further education: A Framework for the transformation of further Education and Training in South Africa. Pretoria: Department of Education.
R.S.A DOE (Republic of South Africa. Department of Education.) 1999a Draft discussion document: A Framework for establishing learnerships and the quality assurance functions of sector education and training authorities. Pretoria: Department of Education.
RSA (Republic of South Africa). 1998a. The Employment Equity Act No. 55 of 1998. Cape Town: Government Printers.
RSA (Republic of South Africa). 1998b. Further Education and Training Act. Cape Town: Government Printer.
RSA (Republic of South Africa) 1998c. The Skills Development Act No. 97 of 1998. Pretoria: Government Printers.
RSA (Republic of South Africa). 1995. The South African Qualifications Autority Act No. 58 of 1995. Cape Town: Government Printers.
RSA DOE (Republic of South Africa. Department of Education). 2000a. Draft criteria for the declaration of Public FET Institutions. Pretoria: Department of Education.
RSA DOE (Republic of South Africa. Department of Education). 2000b. National Curriculum for Further Education and Training. Pretoria: Department of Education.
RSA DOE (Republic of South Africa. Department of Education). 1999 – 2001.
National Strategy for Further Education and Training. Pretoria: Department of Education.
RSA DOE (Republic of South Africa. Department of Education). 2002. Report of the recommendations of the task team on the phasing out of N4 to N6 programmes. Pretoria: Department of Education.
RSA DOE. (Republic of South Africa. Department of Education). 2001a. Exploring options for FET Curriculum implementation. Johannesburg: Gauteng Department of Education.
RSA DOE (Republic of South Africa. Department of Education). 2001b. The Further Education and Training Certificate Policy Document. Pretoria: Department of Education.
RSA DOE (Republic of South Africa. Department of Education). 2001c. A new institutional landscape for public Further Education and Training Colleges: Reform of South Africa’s Technical Colleges. Pretoria: Department of Education.
RSA DOE. (Republic of SouthAfrica. Department of Education) 2001-2004. The implementation strategy for Tirisano. Pretoria: Department of Education.
RSA (Republic of South Africa). 1998. Green Paper on Further Education and Training. Pretoria: Department of Education.
Rubin, H.J. and Rubin, I.S. 1995. Qualitative interviewing: The art of hearing data. Thousand Oaks: Sage.
Scott, I. 1996. The role of academic development programmes in the reconstruction and development of higher education. (Paper presented for academic development programmes). Johannesburg.
Smith, B.M. 1993. The effect on quality of effort on persistence among traditional- aged community college students. Community college journal of research and practice. 17:103-122.
Smith, P.J.; Cronje, G.J.; Brevis, J.; Verba, M.J. & De Klerk, A. 1997. Management principles. A contemporary edition for Africa. Kenwyn. Juta.
South African Qualification Authority .1995. Act No 58. Pretoria: Government Printers
Sybouts, W. 1999. Planning in school administration: A handbook. Westpoint: Greenwood.
Technikon Pretoria, 2001. Educational management V: Management and change. Pretoria Technikon.
Van Der Westhuizen, P.C. 1996. Effective Educational Management. Pretoria: Haum.
Van Niekerk. 1998. Contemporary Management. Durban: Butterworths.
Vockel, E.L. & Asher, J.W. 1995. Educational Research. New Jersey: Prentice Hall.
ANNEXURES
ANNEXURE A
INTERVIEW SCHEDULE:
1. Welcome
2. Permission to record the interview on tape was requested.
3. Confirmation of confidentiality, agreement, participants understanding
that their names will not be used in any way, nor information be shared that reveals their identity in any way.
4. Participants are informed that at any time during the interview the
tape recorder can be turned off.
5. Introduction of topic
QUESTIONS:
FURTHER EDUCATION AND TRAINING
1. The vision of the Department of Education with regard to the introduction
of the New FET System is “ a commitment to be a unit that steers a high-quality, co-ordinated system of FET at National, Provincial and institutional levels, which will be responsive, flexible and also meet the needs of a learning society”.
2. How do you view the present FET system?
3. To what extent should the college be transformed to meet the requirements of the New FET System?
4. To what extent should the staff be involved in the implementation of the New FET System?
MANAGEMENT
1. To what extent will the FET legislation help in managing the FET
Sector?
2. What do you think are the implications of the FET legislation for the
management style of FET Managers?
3. What changes would you anticipate on the management of FET as a
result of the application of the Employment Equity Act of 1998?
4. How involved are you in the management of the institution or the
college?
5. To what extent will the educators be involved in the management of
ANNEXURE B
STATISTICS FOR MANAGEMENT POSTS AND EMPLOYMENT OF DIFFERENT RACIAL GROUPS.
TABLE 1: MANAGEMENT POST DISTRIBUTION
HEAD OF DIVISION MANAGER SENIOR MANAGER
MALE 7 9 2
FEMALE 10 3 -
TOTAL: 31 17 12 2
Adopted from the Quality Management System.
TABLE 2: STATISTICS FOR EMPLOYMENT OF DIFFERENT RACIAL GROUPS
BLACK WHITE COLOURED INDIAN TOTAL STAFF
Hillside View Campus 37 43 1 0 81 Bloemfontein Campus 36 66 3 0 105 Thaba Nchu Campus 36 0 0 0 36 TOTAL: 222
Adopted from the Quality Management System.
ANNEXURE C
THE IMPACT OF THE INTRODUCTION OF THE FURTHER EDUCATION AND TRAINING SYSTEM IN THE FREE STATE PROVINCE WITH SPECIAL REFERENCE TO THE MOTHEO FET COLLEGE.
This questionnaire is for all academic staff and management employed at Motheo FET College. Please make a cross in the appropriate box, which reflects your opinion of each of the statements. Be sure to answer all statements. Try to respond to each item independently, as all responses are confidential. Thank you for your co-operation.
CONFIDENTIAL APPENDIX A
DEMOGRAPHIC VARIABLES
Thank you for participating in this study. Your responses are confidential. Below is a section of the questionnaire requiring your response about your personal information. This information is important for the processing of data.
DATE : ___/___/_____
SECTION A
1. PERSONAL DETAILS :
1.1 SEX : Male Female
1.2 AGE : 20 – 30 31 – 40 41 – 50 51 - 65 2. EDUCATIONAL QUALIFICATIONS 2.1 Highest Qualifications : Doctorate :………
Masters or its equivalent : ……….
B.Hons, etc : ………...
B.Degree, etc : ………
Diploma : ……….
2.3 If „‟ Yes‟‟ in your answer above, please specify in which field of study and for which qualification. ...……… ……… ……… 3. EMPLOYMENT DETAILS
3.1 Years of teaching experience : ……… 3.2 Which levels are you teaching, e.g. N4, N5 et : ……… 3.3 Please indicate field(s) in which you offer tuition : Business Studies
Engineering Studies
3.4 Is your appointment : Permanent
Temporary
3.5 Please indicate your current position level ? ………...